Investing in peace: foreign direct investment as economic restoration in Sierra Leone?

In peace-building and transitional justice literature economic restoration is considered central to sustainable peace in post-conflict societies. However, it is also widely recognised that many post-conflict states cannot afford mechanisms to provide restoration. Not only are many such states poor to begin with, but violent conflict further degrades their economic capacity. As a result, in their need to provide jobs, generate tax revenues, spur development and promote sustainable peace, many post-conflict states turn to alternative processes of economic restoration. This paper examines the potential for foreign direct investment (FDI) to serve as one alternative means by which to provide economic restoration in post-conflict states. Presenting findings from six months of fieldwork evaluating one such project in rural Sierra Leone, the paper describes how local people experience such projects and explores whether employment and land-lease payments can provide experiences of economic restoration so far unforthcoming from the state.     

Endorsing empowerment? A critical comparative study of peace education in Jamaica and Peru

Is empowering peace education primarily about providing individuals with skills to respond to violence they experience and capabilities to enhance their own lives? Or is inspiring social transformation to alter forms of injustice that contribute to violence an equally valid and important dimension of an empowering peace education program? This article draws upon the authors’ experiences researching peace education programs implemented by local nongovernmental organizations (NGOs) in two different contexts: Jamaica and Peru. The basis for comparison is grounded in the discourse key actors in these NGOs utilized in reference to their respective educational initiatives, explicitly emphasizing empowerment for marginalized groups. Using critical qualitative techniques and troubling the idea of ‘empowerment,’ the authors analyze the discourse of empowerment to look beyond explicit truth claims and unveil tacit assumptions regarding the purpose and desired outcomes for the beneficiaries of their respective programs. The authors interrogate what definitions of empowerment – social and/or individual – the program stakeholders envision as well as how they believe such empowerment comes about. The study’s findings contribute to the need to critically unpack the commonly uncritical use of the term ‘empowerment’ as necessarily directed toward addressing social inequalities and altering unjust power relations.     

How NATO remembers: explaining institutional memory in NATO crisis management

This article introduces an argument for how institutional memory of crisis management operations develops in North Atlantic Treaty Organization (NATO). Scholars of European security and of international organisations have examined organisational learning, but have yet to explain its precondition: institutional memory. In a context of increasing turnover due to defence budget cuts, it remains unclear how shared knowledge of strategic errors is acquired. This article finds that the NATO secretariat facilitates practitioners’ use of informal processes for contributing to institutional memory in response to the constraints of existing formal learning processes. These formal processes, including a lessons learned centre and a lessons learned database, inadvertently disincentivise practitioners from contributing such knowledge as using them can incur reputational costs. Drawing on NATO documentation and interviews with 27 NATO elite practitioners, the paper provides evidence that practitioners instead share knowledge through three informal processes: interpersonal communications, private documentation and crisis simulations.     

Rebels in Northern Uganda after their return to civilian life: between a strong we-image and experiences of isolation and discrimination

This article is based on biographical interviews and field research carried out in two adjacent regions of northern Uganda on local peace and post-war processes. It focuses on the situation of former rebel fighters following their return to civilian life. In the case of Acholiland, these are primarily former “child soldiers” of the so-called Lord’s Resistance Army who were recruited by violent abduction; in West Nile they are primarily men who more or less voluntarily joined local rebel groups as adults. The following questions were investigated: How do rebels who have returned from the “bush” speak about their past and their present? What discourses do they confront within the groupings, or we-groups, to which they are regarded as belonging and whose collective knowledge they refer to? What is the nature of their present situation and how can it be socio- and psychogenetically explained and interpreted?     

Parties,personalities and political power: legacies of liberal peace-building in Timor-Leste

This article examines the tension between liberal peace-building and local political culture through the lens of party and personality politics in Timor-Leste. It argues that the efforts of the UN peacekeeping mission to promote multi-party democracy cut across the interests of two opposing political forces: the charismatic resistance leader, Xanana Gusmão, who was deeply suspicious of party politics and favoured supra-partisan coalitions; and the dominant political party, FRETILIN, which pursued majoritarian power. Over the 16 years since independence, FRETILIN maintained a strong party identity and the governments it led met strenuous opposition and came to a premature end, while the Gusmão-led or -backed governments formed and survived as pragmatic tactical alliances. The article concludes that although the UN peacekeeping mission guided institutional design to favour political party organisation as the foundation for achieving representational government, the institutions have subsequently evolved in response to local political drivers. While outside actors can seek to influence the formal rules of the game, local political culture will determine how the game is played.     

Civil society actors in peace negotiations in Central America

Civil society actors are assumed to play an important part in post-conflict peacebuilding; therefore, the international community pushes for civil society participation already during peace negotiations. However, the actual connection between civil society’s participation in those negotiations and its role in implementation processes remains unclear. Taking the Central American peace processes of the late 1980s and early 90s as a case study, this article compares civil society participation in peace negotiations and provisions for civil society involvement for the implementation phase, with the actual role that the civil society played in the implementation processes in Nicaragua, Guatemala and El Salvador. The article questions the importance of including civil society actors in the negotiation process since the level of civil society inclusion in, activism during and influence on the negotiation process in the three cases did not result in a stronger role for civil society organizations in the implementation process. The article concludes with an analysis of how these findings modify the current understanding of the role of civil society in peace processes and proposes a different focus for future research.     

An education for peace model that centres on belief systems: the theory behind the model

The education for peace model (EFPM) presented in this paper was developed within a theoretical framework of complexity science and critical theory and was derived from a review of an empirical research project conducted in a conflict affected environment. The model positions belief systems at the centre and is socioecologically systemic in design to capture the holistic dynamic of education within community. There is increasing interest, in both academic and development communities, in closing the gaps that exist between theory and practice in educational development in conflict affected settings and providing practioners with practical models. This paper makes a contribution in this through the presentation of the EFPM and the theory that informed its development. There are five key components to the EFPM: belief systems, learning experiences, students, teachers and schools. Belief systems are core as knowledge is generated from culture. Learning experiences are viewed as opportunities for growth, and schools are viewed as environments that provide opportunities and engender cultures for learning and conflict resolution. Teachers, drawn from the local community, are co-creators of these cultures, environments and opportunities and agents of effective change.     

De-radicalizing Pakistani society: the receptivity of youth to a liberal religious worldview

The reported rise in radicalism among youth in Pakistan since 9/11/2001 has been attributed to religious education in madrasas and schools. However, education in Pakistan is only part of the historical and contemporary forces that contribute to the prevailing exclusivist religio-political discourse. Although most policy papers have recommended a secularization of public education, such efforts by the Pakistani Government have been counterproductive. These efforts by the Pakistani Government to reshape education, with massive funding from international donors, have faced strong opposition and there are signs of psychological reactance as evidenced by even greater levels of religious radicalism among Pakistani youth. The current study suggests a viable alternative for reshaping education in Pakistan. A nationwide survey of educated urban youth (N = 386) conducted by the first author, revealed that when considering radical religious, Western secular and liberal religious ideas, Pakistani youth were overwhelmingly supportive of a liberal religious approach to education that highlights an inclusive Islam emphasizing freedom and compassion. Findings have implications for Government reforms, peace education initiatives and long-term conflict transformation in Pakistan.     

Peace values in language textbooks: the case of English for Ethiopia Student Textbook

Textbooks are not only meant to deliver subject knowledge; they are also a medium to convey universal and community-specific values. Aiming to explore the social and emotional development goals of English for Ethiopia Student Textbook Grade 9, this study reviews the content and activities of the textbook by searching for embedded peace values and prejudices. Textual, contextual and sociological discourse analyses were conducted to characterise, understand and explain the nature of the textbook’s discourse. A positive self-concept; good health and compassion (inner peace); tolerance, solidarity and social responsibility (social peace); and respect for life in all its forms and care for the environment (peace with nature) were found to be recurring peace values. However, some content reflected gendered stereotyping, which goes against the peace value of equality.